This work is based on a survey on self assessment of educators of seven areas of competence defined by the ISSA: interaction, family and community, inclusion, diversity and democratic values, monitoring, evaluation and planning of the educational process, teaching strategies, learning environment and professional development. The aim of the study was to eduvators self assessment of their own competence and to investigate possible differences in self assessment with regard to age, work experience and level of formal education of educators. The study included 30 educators of children early and pre-school children in the city of Zadar. The results showed that the educators of children of early and preschool age feel competent to perform their professional roles and the educators of children of early and preschool age feel competent in all areas of competence. It turned out that the areas of interaction and learning environment areas where the participants qualified, and as areas worst competence respondents the specified area of the assessment and planning of the educational process and the area of teaching strategies. Also, it was shown that there is no difference in educators self assessment of competency with respect to age, work experience and level of formal education subjects. There are minor differences only in response particles generally agree and fully agree where the respondents who are younger, with less work experience and who have completed a three-year or five-year university degree of formal education are more inclined answers generally agree. It can be assumed that the respondents will consider themselves competent, but that it is necessary to constantly improve in order to encourage the development of their own competence.